For average starters, high or improving engagement was reflected in comparable achievement, while low or non-improving engagement was associated with low achievement and occasional drop-out¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the Average starters cluster (n = 43, 40.6%), improving engagement was mirrored in achievement, whereas low or non-improving engagement accompanied low achievement and occasional drop-out. → Mohammed Saqr 2023

Evidence¶

Mohammed Saqr 2023¶

Mohammed Saqr, Sonsoles López-Pernas, Satu Helske, Stefan Hrastinski. (2023). The longitudinal association between engagement and achievement varies by time, students' profiles, and achievement state: A full program study. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104787

q2 · i? · associational · r1

MHMM analysis of the Average starters cluster (n = 43, 40.6%), whose students began with Average or Disengaged engagement and mostly Intermediate or Low achievement. Improvement occurred mostly early in the program, during courses 2–5; 15 students (34.9%) remained average-level throughout while the rest improved engagement and achievement.

"In the intermediate group, high or improving engagement was reflected in comparable levels of achievement. However, low levels or non-improving engagement were associated with low achievement and occasional drop-out."

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• For disengaged starters, starting low and failing to improve engagement was consequential, associated with a high probability of early drop-out, though about half improved — related
• Engaged high-achieving starters maintained high achievement despite occasional moderate decreases in engagement — related